Discipline-Based Art Education (from wikipedia.org)
Discipline-based art education (DBAE) is an educational program formulated by the J. Paul Getty Trust in the early 1980s. DBAE supports a diminished emphasis on studio instruction, and instead promotes education across four disciplines within the arts, aesthetics, art criticism, art history and art production. It does retain a strong tie to studio instruction with an emphasis on technique.[7] Among the objectives of DBAE are to make arts education more parallel other academic disciplines, and to create a standardized framework for evaluation. It was developed specifically for grades K-12 but has been instituted at other levels of education. DBAE advocates that art should be taught be certified teachers, and that "art education is for all students, not just those who demonstrate talent in making art." [8]
Criticism of DBAE is voiced from postmodern theorists who advocate for a more pluralistic view of the arts, and inclusion of a diverse range of viewpoints that may not be included in a standardized curriculum.
DEFINING CHARACTERISTICS OF A DISCIPLINED-BASED ART EDUCATION PROGRAM
A. RATONALE**
The goal of discipline-based art education is to develop students abilities to understand and appreciate art. This involves a knowledge of the theories and contexts of art and abilities to respond to as well as to create art.
art is taught as an essential component of general education and as a foundation for specialized art study.
B. CONTENT
Content for instruction is derived primarily from the disciplines of aesthetics, art criticism, art history, and art production. These disciplines deal with: (1) conceptions of the nature of art, (2) bases for valuing and judging art, (3) contexts in which art has been created, and (4) processes and techniques for creating art.
Content for study is derived from a broad range of the visual arts, including folk, applied, and fine arts from Western and non-Western cultures and from ancient to contemporary times.
C. CURRICULA
Curricula are written with sequentially organized and articulated content at all grade levels.
Works of art are central to the organization of curricula and to integration of content from the disciplines.
Curricula are structured to reflect comparable concern and respect for each of the four art disciplines.
Curricula are organized to increase student learning and understanding. This involves a recognition of appropriate developmental levels.
D. CONTEXT
Full implementation is marked by systematic, regular art instruction on a district-wide basis, art education expertise, administrative support, and adequate resources.
Student achievement and program effectiveness are confirmed by appropriate evaluation criteria and procedures.
From: "Discipline-Based Art Education: Becoming Students of Art", P-135, Journal of Aesthetic Education**, Vol. 21, No. 2, Summer 1987.
Discipline-Based Art Education (from wikipedia.org)
Discipline-based art education (DBAE) is an educational program formulated by the J. Paul Getty Trust in the early 1980s. DBAE supports a diminished emphasis on studio instruction, and instead promotes education across four disciplines within the arts, aesthetics, art criticism, art history and art production. It does retain a strong tie to studio instruction with an emphasis on technique.[7] Among the objectives of DBAE are to make arts education more parallel other academic disciplines, and to create a standardized framework for evaluation. It was developed specifically for grades K-12 but has been instituted at other levels of education. DBAE advocates that art should be taught be certified teachers, and that "art education is for all students, not just those who demonstrate talent in making art." [8]Criticism of DBAE is voiced from postmodern theorists who advocate for a more pluralistic view of the arts, and inclusion of a diverse range of viewpoints that may not be included in a standardized curriculum.
DEFINING CHARACTERISTICS OF A DISCIPLINED-BASED ART EDUCATION PROGRAM
A. RATONALE**- The goal of discipline-based art education is to develop students abilities to understand and appreciate art. This involves a knowledge of the theories and contexts of art and abilities to respond to as well as to create art.
- art is taught as an essential component of general education and as a foundation for specialized art study.
B. CONTENT- Content for instruction is derived primarily from the disciplines of aesthetics, art criticism, art history, and art production. These disciplines deal with: (1) conceptions of the nature of art, (2) bases for valuing and judging art, (3) contexts in which art has been created, and (4) processes and techniques for creating art.
- Content for study is derived from a broad range of the visual arts, including folk, applied, and fine arts from Western and non-Western cultures and from ancient to contemporary times.
C. CURRICULA- Curricula are written with sequentially organized and articulated content at all grade levels.
- Works of art are central to the organization of curricula and to integration of content from the disciplines.
- Curricula are structured to reflect comparable concern and respect for each of the four art disciplines.
- Curricula are organized to increase student learning and understanding. This involves a recognition of appropriate developmental levels.
D. CONTEXT- Full implementation is marked by systematic, regular art instruction on a district-wide basis, art education expertise, administrative support, and adequate resources.
- Student achievement and program effectiveness are confirmed by appropriate evaluation criteria and procedures.
From: "Discipline-Based Art Education: Becoming Students of Art", P-135, Journal of Aesthetic Education**, Vol. 21, No. 2, Summer 1987.Links
DBAE Handbook